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  3. When we talk about intelligence, we do not mean the ability to get a good score on a certain test, or even the ability to do gen

When we talk about intelligence, we do not mean the ability to get a good score on a certain test, or even the ability to do gen

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问题     When we talk about intelligence, we do not mean the ability to get a good score on a certain test, or even the ability to do generally well at school. By intelligence we mean a style of life, a way of behaving in various situations. The true test of intelligence is not how much we know how to do, but how we behave when we don’t know what to do.
    The intelligent person, young or old, meeting a new situation or problem, opens himself up to it. He tries to take it with mind and senses everything he can about it. He thinks about it, instead of about himself or what it might cause to happen to him. If he fails to master it, he looks without fear or shame at his mistakes and learns what he can from them. This is intelligence. Clearly its roots lie in a certain feeling about life. Just as clearly, unintelligence is not what most psychologists seem to suppose, the same thing as intelligence, only less of it. It is an entirely different style of behavior, out of entirely different set of attitudes.
    Years of watching and comparing bright children with the not-bright or less bright have shown that they are very different kinds of people. The bright child is curious about life and reality, eager to get in touch with it, and unite himself with it. There is no wall between himself and life. On the other hand, the dull child is far less curious, far less interested in what goes on and what is real. The bright child likes to experiment, to try things out. He lives by the maxim (格言) tliat there is more than one way to skin a cat. If he can’t do something one way, he’ll try another. The dull child is usually afraid to try at all. It takes a great deal of urging to get him to try even once; if that try fails, he is through.
    Nobody starts off stupid. Hardly an adult in a thousand or ten thousand could in any three years of his life learn as much, grow as much in his understanding of the world around him, as every child learns and grows in his first three years. But what happens, as we grow older, to this extraordinary capacity for learning and intellectual growth? What happens is that it is destroyed, and more than by anything else, it is destroyed by the process that we misname education — a process that goes on in most homes and schools.
The passage tells us that______.
选项 A、a bright child gives up easily
B、a bright child is open-minded
C、an unintelligent child is never reluctant to try
D、an unintelligent child knows little about himself
答案B
解析 本题为综合理解题，需要将文中不同部分信息综合考虑得出结论。选项A．a bright child gives up easily与文中第三段第二句的“the bright child is curious”及第二段第五句的“The bright child likes to experiment，to try things out”相悖；选项C．an unintelligent childis never reluctant to try与文章第三段最后两句“The dull child is usually afraid to try at all．It takes a great deal of urging to get him to try even once；if that try fails，he is through．”相比较可以看出两者之间也是相对立的；选项D．an unintelligent child knows little about himself则在文中没有提及。文章第二段首句“The intelligent person，young or old, meeting a new situation or problem，opens himself up to it．”和文章第三段的“The bright child is curious about life and reality, eager go get in touch with it．and unite himself with it．There is no wall between himself and life．”都表明选项B．a bright child is open-minded的含义，因此选项B是正确答案。
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